REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
Region V
Division of Masbate
Esperanza District
SCHOOL: MAGSAYSAY ELEMENTARY SCHOOL TEACHING DATES:
KINDERGARTEN DAILY
TEACHER: JEANETTE A. ADIGUE WEEK NO.: 20
BLOCKS OF TIME
CONTENT FOCUS: I have a family. QUARTER: Second

BLOCKS OF TIME MONDAY TUESDAY WEDSNESDAY THURSDAY FRIDAY

ARRIVAL TIM (10 minutes)

Arrival routine
The teacher greets each learner as they arrive in the classroom. The teacher may say “hello” and welcomes the learners. Learners who come early may be given time for free play
while waiting. When the bell rings, the learners will form their lines in preparation for the flag ceremony.

MEETING TIME
(10 minutes) Daily routine: 1. National Anthem
Ask: Mga bata, unsay buhaton ta panahon sa flag ceremony?
Say: Dili maglangas. Maminaw sa magtutudlo. Mutindog kita og tarong, ibutang ang atong tuong kamot sa atong wala nga dughan ug mokanta.
Pagkahuman sa atong flag ceremony mobalik kita sa atong classroom nga maglinya.
2. Opening Prayer (When all the children are in the classroom, prayer will be done automatically.)
Say: In the name of the Father...
3. Exercise (teacher directs the learners to follow the video exercise flashed on the screen) Say:
Karon atong sundon ang gipakita diha sa television.
4. Attendance Check (The teacher leads in singing the song and encourage the learners to sing with
her.) Ask: Pila man kabuok ang mga lalaki? Mga babaye? Pila man tanan ang mga bata?
5. Weather Check (Song: Weather Song) (Validate pupils answer by asking them to look outside.)
Say: Mga bata, pagpadulong ninyo diri sa eskuylahan unsay namatikdan ninyo sa panahon, adlawan ba? Dan-ag o hayag ba? Ulanon ba? Gabonon ba?
6. Checking of Calendar (Song: Lubi-lubi)
Ask: Unsa nga buwan karon? Unsa angpetsa gahapon? Karon? Ugma? Unsa nga adlaw gahapon? Karon? Ugma?
 7. Local / National Celebrations
Say: Mga bata, kada bulan may importante nga kasaulogan.
Ask: Kanus-a gani ta nisaulog sa ______________ (mention celebrations prior to this month’s) Karong bulana unsa ang atong
saulogon? Kinsa ang nagbirthday karon?
8. Cleanliness Check (I have two hands)
Ask: Mga bata, ngano nga manghunaw ta? Maligo?
9. Balitaan/ Sharing time with classmates (Call 1-2 pupils)
Ask: Mga bata, unsa man ang inyong nabuhat nga nakalipay sa inyo nga mama ug papa?
10. Getting Ready for class (This is also the time when concepts learned the previous week/day are reviewed and the message for the day is introduced.) Ask:
Unsa ang inyong nakat-unan gahapon? Sa niaging semana?

MESSAGE My family is unique. We care for one another in our My family members help one My family provides my food, My family celebrates Family Day
family. another by doing different roles. shelter and clothing needs. in school.

Ask: Unsa ang inyong ikasulti sa Ask: Unsaon man nato pag- Ask: Unsa man ang ato nga mga Ask: Unsa ang atong mga Ask: Unsa man ang mga
pulong nga unique? Unsa atiman ang matag buluhaton isip usa ka sakop sa panginahanglan nga kalihokan sa eskuylahan
ang nakapahimo sa pamilya sakop/membro sa pamilya? pamilya? Sa unsa nga paagi kita nahatag sa atong pamilya/ nga gitambongan sa
QUESTION/S
nga unique o talagsaon? makatabang sa atong pamilya? ginikanan? inyonga pamilya?
Kinsa ang mga sakop sa
pamilya?

The teacher leads in singing the song and encourages the learners to join.

Asa Si Tatay?
(Are You Sleeping?

Asa si Tatay? Asa si Tatay?

TRANSITION
Dia ra ako. Dia ra ako.
Kumusta ka Tatay? Kumusta ka Tatay?
Maayo man. Maayo man.

(Replace the character to Nanay, Ate, Kuya, Baby)

WORK PERIOD 1 The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).
(45 minutes) Group 1 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) of the day. After 6 minutes, the teacher will move to Group 2. 3, 4,
and 5. Reminder: Since there are 5 groups that need to experience the TSA in the Work Period, the teacher should as much as possible do the TSA per group in 6-7
minutes. She should at the same time be observant with what’s going on with the 4 groups doing the IAs to be able to address need as it arises.
Group 2 - Letter Mosaic (Uu) (My Family is unique) - Pili-a ang letra nga Uu. Butangan ug mosaic materials ang letra nga Uu.
Group 3 - Letter Sound and Objects Match - Unsa ang mga butang nga ani-a sa classroom? Asa niini ang nagsugod ug letrang Uu?

TEACHER SUPERVISED
ACTIVITY
(The teacher moves from one
group toanother in facilitating the
TSA spending 6-7 minutes per
group
Group 4 - Upper and Lower Case Letter Match - Parisa ang dako ug gamay nga mga letra (LLKAK-Ih-4)
Group 5 - Poster of words that begin with Uu - Gamit ang cartolina, 1/4 sized outline, colori gamit ang mga crayon ang letran nga Uu.
Ask: Aduna ba kamoy pangutana bahin sa inyong buluhaton kada grupo? Group 1, 2, 3, 4 Aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyong mga box/tray.
When the children are already in place;
Say: Pwede na mo magsugod apan mga bata, dili gyod kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili sad maglakaw-lakaw or magdagan-dagan.
Nasabtan ba?
(The teacher then goes to the first group to do the Teacher Supervised Activity.)
Family Tree Mobile I Care For My Family Competencies: I Have A Role In My Family The Needs of Family It’s Family Day in school!
My Unique Family • Nakalilikha ng iba’t ibang Competencies: (Food, Shelter, and Clothing) Singing Parlor games Special
Target Letter: Uu bagay sa pamamagitan ng • Naipakikita ang pagmamahal sa Competencies: numbers Competencies:
Competencies: malayang pagguhit (SMKP- mga kasapi ng pamilya at • Natutukoy na may pamilya • Identify the letter Uu of
• Identify several words 00-1) sa nakatatanda (KMKPPam- ang bawa’t isa (KMKPPam- the alphabet (mother
thatbegin with letter • Nailalarawan kung paano 00-5) 00-1) tongue, orthography)
Uu (the same sound as nagkakaiba at nagkakatulad • Express simple ideas through • Give the names of family (LLKAK-Ih-3)
the spoken word) ang bawat pamilya symbols (e.g. members and the roles • Give the sound of the
• Identify letter Uu (KMKPPam-00-3) drawings, invented spelling) they letter Uu (mother
(LLKAK-Ih3) • Give the names of family (LLKC-00-1) play (LLKV-00-6) tongue, orthography)
• Name objects that members (LLKV-00-6) Materials: • Nakagagawa ng modelo (LLKAK-Ih-7)
begin with letter Uu heart shaped sheets of gamit ang mga • Name objects that begin
• Draw familiar figures (LLKH-
(LLKV-00-5) paper for each learner, pangkaraniwang bagay sa with letter Uu (LLKV-00-
00-2)
colored pens, felt paligid (SKMP-00-3) 5)
• Write letter Uu • Trace, copy and write the
tip pens, crayons • Use objects and materials
Materials: letters of the alphabet • Express simple ideas
Procedure: safely (PNEKPP-00-6)
pens, papers, pictures Materials: through symbols (e.g.,
of objects which start sheets of paper, pencils, 1. Encourage the learners to draw Materials: drawings) Materials:
with Uu, crayons, colored pens, how they care for each family small cardboard In a1/4 cartolina sized
pictures of family masking tape, pre-drawn tree member. tubes/empty toilet paper outline of the letter Uu for
Procedure: Procedures: 2. Ask the learners what the heart- rolls, poster color of each learner, colored
I DO PHASE: 1. Have learners draw their family shaped sheet of paper means. different colors in stable, markers, crayon Procedure:
1. Show the learners on the heart-shape 3. Assist the learners in labelling plastic tubs, paint 1. Show the letter outline
picture of a family and sheets of paper. their work. brushes, yarn, glue, to the learners and ask
objects whichnames Assist the learners in writing colored paper, them to identify letter
begin with the down the names of their family scissors Uuand produce its
/Uu/ members. Procedure: sound.
2. The teacher says the Assist the learners in pasting 1. Ask the learners to give
2. Tell the learners to think of
names their drawings on the leaves or the names of their family
objects that begin with
of each picture branches of a pre-drawn tree. members.
the
 emphasizing the/Uu/ Write the title: “My Family is 2. Encourage the learners to letter Uu.
Ursola , Undo, Unique” on a strip of paper and think about their roles at 3. Letter Uu words in the
unlan, ulan tape it on the roots part of the home, which their learners’ mother tongue
uwak , ubas tree. puppet will talk about in are most welcome.
3. The teacher asks: What 2. Let the learners talk about their the discussion time. 4. Ask the learners to draw
is the initial sound of drawing. 3. Learners will make a their ideas inside the
the name of each puppet of themselves outline of the letter.
picture? /Uu/ using the cardboard Assist the learners in
4. The teacher shows to tubes. labeling their drawings
the learners big and 4. Learners paint the
small letter Uu as she cardboard tube first.
produces the /Uu/. While waiting for the
5. The teacher shows how paint to dry, they may cut
to write letter Uu. (In colored papers to make
the air, at someone’s the eyes, nose, mouth,
back, on the and ears.
cardboard). 5. When the paint is dry,
WE DO PHASE: learners may glue the
6. The teacher and the facial details on the
learner produce the cardboard tube, and add
/Uu/. yarn for hair.
7. The teacher asks the
learners to say the
names of each object
and family members
after her as she flashed
the pictures.
8. The teacher writes
letter Uu in the air,
someone’s back, etc.
with the learners.
9. The teacher and the
learners write letter Uu
in the piece of paper or
cardboard.
YOU DO PHASE:
10. The learners say the
names of each picture.
11. The teacher asks the
learners to produce the
 initial sound of the
words.
12. Ask the learners to give
the names of their
family members which
start with letter Uu.

LEARNING CHECKPOINTS  Describe the uniqueness of  Give the names of family member.  Describe ways to care for their family  Tell the roles of family  Tell the roles of family
their family members members. members.
INDEPENDENT ACTIVITIES
Reminder: The teachers are reminded that all groups (groups 1-5) must experience the Teacher Supervised Activity (TSA) per Work Period in a day. She shall move from one group
to another spending 6-7 minutes per group. Meantime, all the 5 groups must experience at least 1 Independent Activity (IA) per Work Period in a day, depending on its complexity.
Since the children will have 30 minutes to do their task, teachers should encourage the learners to produce good, clean and quality output. Though, teachers must prepare
supplementary activities to be used in case a group will be done ahead of time.

1. TSA (1st group for TSA)
2. Letter Mosaic (Uu)
3. Letter Sound and Objects
Match
4. Upper and Lower Case
Letters Match
5. Poster of words that begin
with
Uu
1. Upper and Lower Case Letters 1. Poster of words that begin with Uu 1. Letter Mosaic 1. Poster of words that begin
Match 2. Upper and Lower Case Letters Match 2. Letter -Sound and Objects Match with Uu
2. TSA (1st group for TSA) 3. TSA (1st group for TSA) 3. Poster of words that begin with 2. Letter Mosaic
3. Poster of words that begin with Uu 4. Letter sound and Uu 3. Upper and lower case
4. Letter Mosaic (Uu) 5. Letter -Sound and Objects Match 4. TSA (1st group for TSA) letters match
Letter Sound and Objects Match. Upper and Lower Case Letters 4. Letter-sound and objects
Match. match
5. TSA (1st group for TSA)

Letter Mosaic (Uu)

Competencies:
• Naisasagawa ang mga sumusunod na kasanayan; pagpilas/paggupit/pagdikit ng papel (KPKFM-00-1.3)
• Nakagugupit at nakapagdidikit ng iba’t-ibang hugis na may iba-t-ibang tekstura (SKMP-00-4)
• Nakapupunit, nakagugupit at nakapagdidikit sa paggawa ng collage (SKMP-00-7)
• Identify the letter Uu of the alphabet (mother tongue orthography) (LLKAK-Ih-3)
• Give the sound of each letter (mother tongue) (LLKAK-Ih-7)
Materials: glue, materials for mosaic – seeds, buttons, pieces of cloth, colored paper cut outs, etc., cardboard with outlined letter Uu in block style
Procedures:
1. Learners identify the letter Uu and give their sound.
2. Learners fill in the letter outlines with mosaic materials.
 Letter Sound and Objects Match
Competencies:
• Name objects that begin with lettersMm, Aa, Tt, Yy,Ss,Kk, Ll, Pp, Bb, Gg, Dd, Hh, Ww, Ii, Uu (LLKV-00-5)
Name common objects/things in the environment (in school, home, and community) (LLKV-00-1)
Materials:
letter cards – Mm, Aa, Tt, Yy,Ss,Kk, Ll, Pp, Bb, Gg, Dd, Hh, Ww, Ii,Uu
word cards - mama, , Ana, tatay, kita, Susan, papa, Bebi, gapas, wati, ulan, hilaw, ulan,utok, una, ubas, Uriel, Unndalok,Urienn,
Procedures:
1. Learners identify the letters and give their sound-Uu.
2. Learners look for objects inside the classroom that begin with the letter sound /Uu/ and place them on top of the letter cards.

Upper and Lower Case Letter Match

Competency:
 Match an upper case to its lower-case lettersMm, Aa, Kk, Ll, Pp, Uu etc
(LLKAK-Ih-4)
Materials: letter cards in lower and upper case – Mm, Aa, Kk, Ll, Pp, Uu Procedures:
1. Match the big letters with the corresponding small letters in the alphabet that are found in the task box (mother tongue, orthography) (LLKAK-Ih-3)
2. Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
3. Name objects that begin with a particular letter Mm, Aa, Kk, Pp, Uu (LLKV-00-5)

Poster of words that begin with Uu

Competencies:
• Identify the letters of the alphabet identified in the previous week and the letter Uu (mother tongue, orthography) (LLKAK-Ih-3)
• Give the sound of each letter (mother tongue, orthography) (LLKAK-Ih-7)
• Name objects that begin with a letter Uu of the alphabet (LLKV-00-5)
• Express simple ideas through symbols (e.g., drawings, invented spelling) (LLKC-00-1)
Materials: a 1/4 cartolina size for each learner, colored markers, crayons
Procedures:
1. Show the letter outline to the learners and ask them to identify the letter and produce its
sound. 2. Learners think of objects that begin with the letter Mm, Aa, Ll, Pp, Hh, , Ii,Uu 3.
Learners to draw the objects identified inside the outline of the letter.
4. Learners in label their drawings.

LEARNING CHECKPOINTS
 Sound out letter Uu
 Sort letters/ words with beginning letters Uu
 Represent letters Uu
  Match upper and lower case letters

The teacher reminds the learners about the time left in Work Period 1 around 15 minutes before Meeting Time 2. After 10 minutes, the teacher tells the learners to start packing
away the materials they used and be ready for Meeting Time 2. A transition song or a countdown may be used.
Hipos Na
( Are You Sleeping )
TRANSITION
Hipos , Hipos, Hipos, Hipos
Hipos na ta , Hipos na ta
Balik sa lingkuranan , Balik sa lingkuranan Manglingkod na ta , Manglingkod na ta.

MEETING TIME 2
The teacher asks questions about the activities in Work Period 1, or let the learners do a short activity (game, rhymes, song, riddles etc.). The learners may also be asked toshare
(10 minutes)
their work to the class.

The learners show pictures of the The learners show their The learners show their puppets and The learners show and talk about
family members with their names heartshaped sheets of paper and let the puppet say what their roles in the basic needs of the family)
start with letter Uu and tell the describe how they care for their the family are. Ask: Isulti kon unsa ang mga
sounds and demonstrate family members. Ask: Unsa nga puppet ang imong paborito nga pagkaon sa
Ask: Kinsa ang gihisgutan sa Ask: Unsa man ang ikasulti nimo gikoptan? Unsa man ang inyo nga pamilya?
hulagway? Unsa ang una nga sa nabuhat nga heartshaped responsibilidad niya isip usa ka Malipayon ba kamo nga
tingog sa ila nga mga ngalan? sheet? Giunsa man pag – membro sa pamilya ? nagpuyo sa inyo nga
QUESTIONS/ACTIVITY
atiman nimo ang imong mga panimalay? Ngano man?
ginikanan? mga igsoon? Unsa man ang isul-ob
ninyo nga sinina /sapot:
(Pangsimba? Pangkaligo?
Pangmerkado?
Pangkatulog?)

TRANSITION
The teacher commends the learners for the work they did in Work Period 1 and tells them to prepare for recess time by washing their hands. Encourage sharing especially if not all
children have food.
Hugas
(Where is Thumbman?)

Hipos, hipos. Hipos, hipos.

Mangandam nata, mangaon na ta.
 Hugasi ang kamot, limpyohi ang kamot.
Usa mokaon, usa mukaon.

The teacher assists, and guides the children as they eat their snacks.
1. Instruct the learners to fall in line and go to the washing area.
2. Show to the learners how to wash their hands correctly.
3. After washing, let them go back to their seats
SUPERVISED RECESS
4. Let the learners get their snacks.
(15 minutes)
5. Start with a prayer.
6. Shows the proper way of cutting the wrappers/unwrapping food, and drinking.
7. Eats with the learners.
8. After eating, guide and show the children the proper way of disposing garbage.
9. After disposing the garbage, shows the proper way of tooth brushing.
The teacher reminds the children to pack away the things they used in recess time, clean up their eating area, throw their trash in the trash bin, wash their hands, brush their
teeth, change their wet clothes, and have their Quiet Time.
Punit
(Sitsiritsit)
TRANSITION
QUIET TIME
Punit, punit , punit, punit
Mamunit ta og basura
Ilain ang malata, ilain usab ang dili malata

QUIET TIME Say: Karon mupahulay usa ta. Magpatukar ko og cassette ug maminaw ta sa music. Pwede ra maglingkod, mupiyong sa inyo nga mga mata, muhigda ug uban pa basta dili
(10 minutes) magbasa.
(During this time children can rest or engage in relaxing activities
Kami Nagpuyo sa Kumonidad
(This is the Way I Brush My Teeth)

Kami nagpuyo sa kumonidad,

TRANSITION kumonidad, kumonidad.
STORY TIME Kami nagpuyo sa kumonidad,
Novallas ang pangalan.
Malambuon among kumonidad,
kumonidad, kumonidad
Malambuon among kumonidad Mao nga kami malipayon
STORY TIME Ang Salag
(15 minutes) Sugilanon ni: Rosemarie Lofranco
Dibuho ni: Mik Zarzuela

Gusto niya nga kuhaon ang mga piso. Apan gisultian siya sa iyanga inahan. Nga dili kuha-on ang mga piso kay mabuwag siya sa iyanga inahan, Sama
Nipatuo si Tito sa sulti sa iyang inahan nga dili gyud kuhaon ang mga piso gikan sa ilang salag. Ug taud-taud, naabot ang inahan sa piso, nga may dala nga ulod para
PRE-READING
A. Book and Print Awareness
Say: Ang ato nga estorya,
nagulohan og “Ang Salag”.
Gisulat ni Rosemarie Lofranco.
Gidibuho ni Mik Zarzuela
B. Show the pages of the book
by flipping.
C. Unlocking of The Difficulties
pamilya- naay mama, papa
ug mga igsuon
salag- balay sa langgam
piso- anak sa dako nga
langgam
D. Motivation-Motive Tandem
Question/s
Ask: Unsa ang mga pangalan
sa inyo nga pamilya?
Kinsa kaha ang nagpuyo
sa salag? Mga bata,
adona akoy pangutana,”
Kinsa na ninyo nakakita
ug salag?
DURING READING Modelled Reading
Usa ka adlaw, si Tito nakakita ug usa ka salag nga adunay tulo ka piso.
Ang salag nahimutang sa ibabaw sa punuan sa dakong kahoy.
nga kongikaw mabuwag usab sa imong inahan ug amahan.
A. Book and Print Awareness
Say: Kagahapon ang atonga
estorya, nag-ulohan og
“ Ang Salag”. Gisulat ni
Rosemarie Lofranco.
Gidibuho ni Mik Zarzuela
Motivation-Motive Tandem
Question/
Ask: Unsa man inyong buhaton
og makakita mo og salag?
Unsa ang gibuhat ni Tito sa
pagkakita niya salag? Mga
bata, giunsa gani to pag
atiman sa Mama nga
langgam ang iyang mga
piso? Sa atong nabasa
kagahapon, unsa pa ang
mayo nga mga buhat nga
gipakita sa Mama nga
langgam sa iyanga mga
piso?
Guided Reading
sa ilang pagkaon..
A. Book and Print Awareness Ask: A. Book and Print Awareness A. Book and Print Awareness
Unsa gani ang ulohan sa ato nga Ask: Unsa ang ulohan Ask: Unsa ang ulohan sa
estorya kagahapon? Kinsa gani sa atong atong estorya? Kinsa
ang nagsulat niini? estorya? Kinsa and nagsulat? Ang
B. Motivation-Motive Tandem and nagsulat? nagdibuho?
Questions Ang nagdibuho? Say: I gave you homework, were
Ask: Unsa man ang inyong you able
gipaka-n sa inyong binuhi
nga mga mga hayop? Unsa
man ang gidala sa inahan sa
piso para ipaka-on sa mga
piso? Unsa man ang
gibuhat sa Mama ni Tito
kaniya nga iya unta nga
hilabtan ang salag? Unsa
man atong buhaton para
makatabang ta sa atong
pamilya?
Say: Maminaw tang tanan, atong
tan awon giunsa nila
pagtinabangay
Ask: Unsa man mga butang nga
nahatag gikan sa imomg
pamilya/imong mga
ginikanan?
Shared Reading Independent Reading Application
 Ang Salag
Usaka adlaw ,si Tito nakakita
ug us aka salag . asking questions on what happen
Anaa siyay tulo ka piso, nga
nahamutang sa ibabaw
sa punuan sa dakong kahoy.
Gusto niya nga kuhaon , ang mga Usaka adlaw ,si Tito nakakita ug
piso, apan gisultian siya sa iyang
inahan
nga dili kuhaon ang
mga piso kay mabuwag siya
sa iyang inahan, sa dihang iyang nakita ang tulo ka
sama nga kongikaw
mabuwag usab sa imong inahan
ug amahan.
Nipatuo si Tito sa sulti
sa iyang inahan
nga dili gyud kuhaon ang mga piso
gikan sa ilang salag.
Ug taud taud, naabot ang
inahan sa piso nga may
dala na nga uod
para sa ilang pagkaon.
Nalipay ug maayo ang
mga piso nga
nagpaabot sa ilang inahan.
Ug nagdungan sila ug
awit ug mga
maanindot nga awit.
Sukad niadto, wala
nagmahay si Tito nga
naminaw sa iyang
inahan ,kay nakita nila
kung unsa ka malipayon ang mga
piso kauban sa iyang inahan?
inahan ,kay nakita nila kung unsa
Ang Salag (Continue telling the (Guide pupils by asking questions for (The teacher will show the Kinsa man kaninyo ang makabalik
story. Make it participative by them to retell the whole story.) wordless picture book.) ug saysay sa estorya? Kinsa man
Karon, kamo napud ang mo ang mouna ug sulti?
next and questions that ask for Kinsa ang bata sa estorya? estorya kabahin sa “Sa Salag” Ang musunod?
details.) Unsa man ang nakita ni Tito? gamit ang mga hulagway
Unsa man ang gusto nga buhaton ni mahitungod sa estorya.
Tito sa salag? (Teacher will provide scrambled
us aka salag nga may tulo ka Kinsa man ang nibadlong ni Tito? pictures depicting the events of
piso, nga naa ibabaw sa punuan Unsa man ang gisulti sa Mama ni Tito? the
sa dakong _________.. Unsa man ang gibuhat sa mama nga story, the learners will sequence
Unsa kaha ang buhaton ni Tito, langgam para sa iya nga mga anak? the pictures as it happens in the
story.)
piso sa salag ?
Gusto niya nga kuhaon , Call 4-5 pupils to retell the story
ang mga piso, apan
gisultian siya sa iyang
inahan
nga dili kuhaon ang
mga ______ kay _______
Nipatuo si Tito sa
sulti sa iyang inahan
nga dili gyud kuhaon ang mga
piso gikan sa ilang salag.
Ug taud taud, naabot
ang ______ sa piso
nga may dala na nga uod para
sa ilang _______ Nalipay ug
maayo ang mga piso nga
nagpaabot sa ilang inahan.
Ug nagdungan sila
ug awit ug mga
maanindot nga _____.
Sukad niadto, wala
nagmahay si Tito
nga _______ sa
iyang
ka __________
ang mga piso kauban sa iyang
inahan.
 Ask: Kinsa ang bata sa estorya? Ask: Kinsa ang mga tawo nga Ask: Unsa man ang angay ninyo nga (Show pictures of the different Let the learners color the objects
Unsa man iyang gibuhat sa dihang gihisgotan sa istorya? buhaton sa mga mananap nga makita events of the story) that are found in the story
nakita niya ang salag nga nay tulo ka sa ato nga palibot?
POST READING
piso? (The teacher shows pictures of the Ask: Asa niini nga hulagway ang
characters then ask questions) unang nahitabo? Ikaduha?
Sunod pa nga nahitabo?

 Note details in the story.  Note details in the story.  Tell what happened next.  Re-tell the story.  Share details on how to
LEARNING CHECKPOINTS  Tell the importance of Identify describing words in the story help to one’s barangay clean
helping one another.

After the post-reading activities, the teacher gives instructions regarding the teacher-supervised and independent activities, answers any questions, and tells the learners to join
their group and do the assigned tasks.
Usa ,Duha, Tulo
( Leron Leron Sinta )
TRANSITION
Usa ,duha, tulo, Aduna koy relo,
Upat, lima unom, Amo nga gitan-aw,
Pito , walo siyam, Amo nga gitun-an,
Segundo, minuto, oras, ug adlaw nakat-unan.

WORK PERIOD 2
(40 minutes) The teacher gives clear instructions to the learners as a group on how to do the different Independent Activities (IAs).

Group 1 - Number Concentration (6) - Iphon ang mga butang nga popsicle stick nga anaa sulod sa box.ipakita ang unom nga mga objects.
Group 2 - Writing Numerals 0 to 6 - Isulat ang numero nga 6 sa papel. Sunda kining ako gipakita kaninyo.
Group 3 - Find 6 - Pangitaon ninyo ang numero nga 6 sa sulod sa box. Unya itapadang saktong kadaghanon sa popsicle sticks.
Group 4 - It’s A Match - Ilha ang numero nga anaa sa box ug i–paris sa insakto nga numero.
Group 5 - This will be the first group which the teacher shall deal with the Teacher-Supervised Activities (TSA) of the day. After 6 minutes, the teacher will move to Group 2. 3, 4,
and 5.
Reminder: Since that there are 5 groups that need to experience the TSA in the Work Period, the teacher should as much as possible do the TSA per group in 6-7
minutes. She should at the same time be observant with whats going on with the 4 groups doing the IAs to be able to address need as it arises.

Ask: May pangutana ba kamo bahin sa inyong buluhaton kada grupo? Group 2, 3, 4, 5 aduna ba? Kon wala, motindog ang mga lider ug kuhaa diri ang inyong mga box/tray. When
the children are already in place;
Say: Pwede na mo magsugod apan mga bata dili gyod kalimtan nga dili maglangas samtang nagbuhat mo sa mga buluhaton. Dili sad maglakaw lakaw or magdagan dagan.
Nasabtan ba?

TEACHER SUPERVISED
ACTIVITY Please Describe It
(The teacher moves from one Competencies:
group to
another in facilitating the TSA
spending 6-7 minutes per group)
Matrials:
Procedure:
(The teacher then goes to the first group to do the Teacher Supervised Activity.)
Watch the Clock Competencies:
• Describe objects based on
attributes/ properties
(shapes, size, its use and
functions) (MKSC-00-4)
• Classify objects according
to observable properties Materials:
like size, color, shape,
texture, and weight
(PNEKPP-00-1)
• Compare objects based on
their size, length, weight,
mass (MKME-00-2)
• Arrange objects one after
another in a
Procedure:
series/sequence according
to a given attribute (size,
length) and describe their
relationship
(big/bigger/biggest
• or long/ longer/longest)
(MKSC-00-10)
Magic Box or Bag with
objects of different shapes,
sizes, and colors
1. Teacher shows the “Magic
Box or Bag” to the learners. 3. After discussing the parts of
2. Teacher calls learners to
draw an item out from the
“Magic Box or Bag”.
3. Let the learners describe
the drawn item based on
attributes (e.g. shapes,
Telling Time Day and Night Day and Night
• Recognize that a clock and a Competencies: Competencies: Telling Time
watch tell time (MKME-00- • Naikukuwento ang mga • Tell the time of day when Watch The Clock
5) ginagawa ng pamilya nang activities are being done Please Describe It
• Recognize and name the hour sama-sama (KMKPPam-00- (morning, afternoon, night) 1. Provide the learners with
and minute hands in a 6) (MKME-00-3) worksheets.
clock (MKME-00-6) • Talk about family members • Nakalilikha ng iba’t ibang 2. Let the learners answer
using various, appropriate, bagay sa pamamagitan ng worksheets on telling time.
paper plate (medium to large) descriptive words (LLKOL- malayang pagguhit (SKMP-
for each learner, felt tip pens, 005) 00-1)
markers, crayons, round head • Tell the time of day when Materials:
fastener for each learner or activities are being done sheets of paper shaped like a
cut long hand and short hand house and divided into two
• (morning, afternoon, night)
of the clock for each learner, a columns (Day and Night), felt
(MKME-00-3)
real tip pens, colored markers,
• Tell the time by the hour
clock and watch crayons
(MKME007)
Procedure:
Materials:
1. Show the learners the real 1. Ask the learners what they
paper, clocks see on the sheet of paper.
clock and watch and ask what
Procedure: They can draw a sun on the
they are used for. Ask them
also how a clock and a watch 1. Ask the learners to describe day side, and the moon and
are similar and different from their paper clocks. stars on the night side of
each other and let them tell 2. Introduce the concept of the paper.
time. telling time by the hour by 2. Ask the learners to draw
2. Ask the learners to describe manipulating the long and what their family members
what they see on the clock and short hand of the clock and do during the day, and
watch (numerals 1 to 12, a long saying ‘One o’clock, 2 during the night.
hand and a short hand) and ask o’clock, 3 o’clock’ and so on. 3. Assist the learners in
them what they are there for. 3 .Introduce the concept of labelling their drawings.
morning, afternoon, and
the clock and what the clock is Evening by asking the
used for, tell the learners that learners about the time when
they are going to make their they do things (e.g. “When
own paper clock. do you go to school? (In the
4. Assist the l down the numerals morning/afternoon), When
1 to 12 in their proper places do you sleep? When do you
 sizes and weights).
4. Ask the learners to classify
the objects. Let them think
of the categories.
5. Ask the learners to
compare the objects.
6. Ask the learners to arrange
the objects
in the clock, and in attaching eat breakfast, lunch, and
the long and short hands. dinner?) And when things
5. The learners may color their happen (When do the moon
paper clocks earners in writing and the stars
come out? When does the
sun shine?)
4. Introduce the concept of 24
hours (day and night).

 Describe attributes (size,  Say what a clock is for and name its  Tell the time by the hour  Draw what their family
LEARNING CHECKPOINTS shape, weight) parts  Draw what their family members do during day time and
members do during day time night time  Tell time
and night time

Reminder: The teachers are reminded that all groups (groups 1-5) must experience the Teacher Supervised Activity (TSA) per Work Period in a day. She shall move from one group
to another spending 6-7 minutes per group. Meantime, all the 5 groups must experience at least 1 Independent Activity (IA) per Work Period in a day, depending on its complexity.
Since the children will have 30 minutes to do their task, teachers should encourage the learners to produce good, clean and quality output. Though, teachers must prepare
supplementary activities to be used in case a group will be done ahead of time.

1. Number Concentration (0-6) 1. TSA (1st group for TSA) 1. It’s A Match 1. Find 6 1. Writing Papers (6)
2. Writing Papers (6) 2. Number Concentration (0-6) 2. TSA (1st group for TSA) 2. It’s A Match 2. Find 6
3. Find 6 3. Writing Papers (6) 3. Number Concentration (0-6) 3. TSA (1st group for TSA) 3. It’s A Match
4. It’s A Match 4. Find 6 4. Writing Papers (6) 4. Number Concentration (0-6) 4. TSA (1st group for TSA)
INDEPENDENT ACTIVITIES 5. TSA (1st group for TSA) 5. It’s A Match 5. Find 6 5. Writing Papers (6) 5. Number Concentration (0-6)

Number Concentration (0-6)

Competencies:
 • Count objects with one-to-one correspondence up to quantities of 6 (4) (MKC-00-7)
• Match numerals to a set of concrete objects from 0 to 6 (MKC-00-4)
• Nakapaghihintay ng kanyang pagkakataon (KAKPS-00-12) Materials : set of concrete objects Procedure:
Ask learners to match numerals to a set of concrete objects from 0 to 6.

Writing Papers (6)

Competencies:
Read and write numerals 0 to 6 (MKC-00-3)
Materials
writing papers with dotted numerals 0 to 6, pencils or crayons
Procedure:
1. Learners connect the dots of the numeral patterns to make 0 to 6.
2. Ask learners to try writing the numerals 0 to 6 on their own

Find 6
Competencies:
• Combine elements of two sets using concrete objects to represent the concept of addition (MKAT-00-3)
• Recognize the words ‘put together,’ ‘add to,’ and ‘in all’ that indicate the act of adding whole numbers (MKAT-00-26) Materials:
4 sets of numeral cards (0-6), counters
Procedure:
1. Players dealt a card each. The rest of the cards stay in a pile in the middle.
2. Players put counters on the top of his/her card to match the numeral.
3. Learners take turns in turning the top card of the pile face up.
4. If the learner turns up a card that can make a total of 6 with the card on his/her hand, he/she gets to keep the cards. If not, the card is placed on the bottom of the pile and
the next player takes a turn.
5. Players may check if the card they picked from the pile would make 6 when combined with the card on hand by putting counters on the picked card.
6. The player who gets the most number of pairs of cardsthat make 6 wins.

It’s A Match
Competencies:
• Recognize and identify numerals 0 to 6 (MKC-00-2)
• Match numerals to a set of concrete objects from 0 to 6 (MKC-00-4) Materials: one set of cards with numerals 0 to 6, one set of
cards with dots (corresponding to the numerals) Procedure:
1. Place the numeral cards face down in a box.
2. Place the correspondingdot pattern cards in the chalk tray.
3. Learners get a card from the box and place it over the equivalent card in the chalk tray.

Note: For matching activities, teachers may present learners with varied materials that include tactile materials or concrete objects. For instance, instead of just matching colors,
learners may match objects with the same texture. Teachers may use cloth swatches, cotton, corrugated paper, etc. Learners may also match the objects with the same
 shapes such as pencils, coins, blocks, or varied manipulatives. Consider this when you encounter other similar activities.

LEARNING CHECKPOINTS  Match the numeral 6 with its correct quantity

 Write the numerals using the proper strokes.
 Make combinations for the numeral 6

The teacher reminds the learners about the time left in Work Period 2 around 15 minutes before Indoor/Outdoor Games. After 10 minutes, the teacher tells the learners to start
packing away the materials they used and be ready for Indoor/Outdoor Games. A transition song or countdown may be used.

Hipos , Hipos
(Are You Sleeping )
TRANSITION
Hipos, Hipos, Hipos, Hipos.
Andam, Andam.
Manggawas ta, Manggawas ta.
Magdula dula ta, Magdula dula ta.
Para malingaw ta, Para malingaw ta.

INDOOR/OUTDOOR
GAMES Family Building Game
(20 minutes) Competencies:
• Nakasasali sa mga laro, o
anumang pisikal na Gawain
at iba’t-ibang paraan ng
pag-eehersisyo
(KPKPF-00-1)
• Nagagamit ang mga kilos
lokomotor at di-lokomotor
sa paglalaro,
pageehersisyo,
pagsasayaw (KPKGM-Ig-3)
• Natutukoy kung sinu-sino
ang bumubuo ng pamilya
(KMKPPam-00-2)
• Naipakikita ang
pagpapahalaga sa maayos
na pakikipaglaro
I’ve Got Love
Competencies:
• Nakagagalaw nang angkop
sa ritmo at indayog bilang
tugon sa himig na
napapakinggan/awit na
kinakanta (KPKPF-Ia-2)
• Talk about family members …
using various descriptive and
appropriate words (LLKOL-00-
5)
• Recite rhymes and poems, and
sing simple jingles/songs in the
mother tongue, Filipino and/or
English (LLKOL-Ia-2) members
…using various descriptive and
appropriate words (LLKOL-00-
5)
Materials:
Block Play Practice for the Family Day Practice for the Family Day
Competencies: Competencies: 1. Family Building Game
• Nakikipaglaro sa dalawa • Nakasasali sa mga laro (KPKPF- 2. I’ve Got Love
o tatlong bata gamit ang 00-1) 3. Block Play
isang • Nagagamit ang mga kilos 4. Family Building Game
laruan (SEKPKN-Ig-2) lokomotor at di-lokomotor sa
• Nakapagpapatong- paglalaro, pag-eehersisyo,
patong, pagsasayaw (KPKGM-Ig-3)
nakapagdudugtung- • Naipakikita ang pagpapahalaga
dugtong at sa maayos na pakikipaglaro
nakapagdidikit-dikit (KAKPS-00-19)
(assemblage) (SKMP-00-
• Use objects and materials
8)
safely (PNEKPP-00-6)
• Talk about one’s personal
• Nakapaghihintay nang kanyang
experiences (LLKOL-Ig-3)
pagkakataon (KAKPS-
Materials:
00-12)
wooden or plastic
Materials:
table or floor block
materials for the parlor games
Procedure:
 (KAKPS-00-19)
Procedure:
1. The teacher tells the
learners that they are
going to make groups of
families with different
numbers of members.
The teacher tells the
learners to listen
carefully for instructions Procedure:
(“Make a family of four!
Make a family of eight!
And so on.)
3. When the ‘families’ have
been formed, the
learners are to assign
roles to each member in
the group (father,
mother, brother, sister,
baby, other family
members).
The teacher chooses a
group/family per turn to say who
their members are, and sing the
song for each one of them.
Song as follows : 1. Encourage the learners for the Family Day
I got L (Sign language of to build houses using Procedure:
L) I got L-O (Sign the blocks. Encourage the learners to
language of L and O) I got 2. Ask the learners to participate in the parlor games and
L-O-V (Sign language of L, describe their work. join the practice
O and V) L-O-V-E (Sign
language of L, O, V and E)
(Family member) needs
Some LOVE.
1. Let the learners spell L-O-
VE first using their bodies.
2. Sing the song.
3. Ask the learners who their
family members are, and
sing the song for each one
of them.

 Follow directions
LEARNING CHECKPOINTS  Form groups based on the called-out number
 Name roles of the members of the family
 Move to the rhythm, with coordination and timing
The teacher tells the learners to help pack away the materials they used in the Indoor/ Outdoor Games time and get ready to do the wrap up activities in Meeting Time 3. A
transition song or countdown may be used.
The Love of Jesus
(The love of Jesus, sweet and marvelous )
TRANSITION
Si Papa ug si Mama Malipayon man .Si Ate ug si Kuya Malipayon pod
Labi na si Baby, malipayon gyod Oh, oh , kahibulongan
Si Papa nagtrabaho siya. Si Mama nag-atiman sab
Si Kuya, si Ate ug si Baby. Oh, oh, giampingan sila.
MEETING TIMe 3 Say: Ania koy mga hulagway, ilha Say: Ania koy mga hulagway, ilha Say: Nakat-onan nato karon Ask: Unsa gani ang lai- lain nga Ask: Ngano nga importante man ang
 (5 minutes) ninyo kon kinsa ni sila.
WRAP-UP/ QUESTIONS/ACTIVITY Ask: Unsa man ang mga butang
nga nabuhat/nahatag sa
matag membro sa pamilya: Ask: Unsa man mga butang nga
Papa, Mama, Ate, Kuya ug
Bunso?” oh wonderful love.
Unsa man ang inyo nga nakat
onan karon sa atong klase?
Unsa man ang imong gibati,
Tito? Ngano man?
ROUTINE 
Song:
ninyo kon kinsa ni sila.” The
teacher shows also pictures of
the member s of the family?
Ask: Giunsa ninyo pag-atiman
nabuhat/nahatag sa matag
membro sa pamilya: Papa,
Mama, Ate, Kuya ug Bunso?”,
oh wonderful love.
Bye, Bye Na
(Are you Sleeping?)
ang lain -lain nga buluhaton sa matag membro pag-atiman sa membro
pamaagi sa pag atiman sa pamilya : Papa, Mama, pamilya? It’s a happy
sa atong pamilya. Kuya, Ate ug Ikaw for all of us. Mga bata, ayaw
kalimot nga motabang kita sa
ang inyong mga buluhaton sa balay.
ginikanan?
Membro sa pamilya?

Teacher, Teacher. Thank you teacher

Mouli na kami. Mouli na kami
Mobalik mi ugma. Mobalik mi
ugma Adto na kami. Adto na
kami

DISMISSAL ROUTINE • Prayer

Thank you God for the words so sweet. Thank you God for the food we eat.
Thank you God for the things we learn. Thank you God for everything.

• Reminders
My hand says good bye with a clap, clap, clap.
My foot says good bye with a stomp, stomp stomp.
Clap, clap, clap. Stomp, stomp, stomp.
Our lesson is over. And we’re going home. Hands at my side. No pushing, no running,
no jumping. Walk slowly and carefully.

All kids will raise their hands and their teacher will give them “high five” as a signal that they can go out